Definitions and use of the teach-back method in healthcare consultations with patients: A systematic review and thematic synthesis |
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| Authors: | Violetta Shersher Terry P. Haines Liz Sturgiss Carolina Weller Cylie Williams |
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| Affiliation: | 1. School of Primary and Allied Health Care, Monash University, VIC, 3199, Australia;2. Department of General Practice, School of Primary and Allied Healthcare, Monash University, VIC, 3168, Australia;3. School of Nursing and Midwifery, Monash University, VIC, 3004, Australia;1. Randomized Controlled Trial Research Center, Shahroud University of Medical Sciences, Shahroud, Iran;2. Department of Nursing, Shahroud University of Medical Sciences, Shahroud, Iran;3. Department of Epidemiology and Biostatistics, School of Public Health, Tehran University of Medical Sciences, Tehran, Iran;4. Department of Nursing, Kashmar Center of Higher Health Education, Mashhad University of Medical Sciences, Mashhad, Iran;1. Department of Emergency Medicine, Erasmus Medical Center Rotterdam, Rotterdam, the Netherlands;2. Department of Public Health, Erasmus Medical Center Rotterdam, Rotterdam, the Netherlands;1. Emergency Department, Princess Alexandra Hospital, Brisbane, Australia;2. Cardiology/Nursing Practice Development Unit, Princess Alexandra Hospital, Brisbane, Australia;3. School of Nursing, Midwifery and Social Work, The University of Queensland, Brisbane, Australia;4. Pharmacy Department, Princess Alexandra Hospital, Brisbane, Australia |
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| Abstract: | ObjectiveTo review and synthesise definitions of the teach-back method in the literature. The second aim is to synthesise the barriers, facilitators and perceptions of teach-back use in healthcare consultations with patients.MethodsA systematic review and thematic synthesis following Braun and Clarke’s method.ResultsThe primary search found 1429 citations and the secondary search added 221 citations. Screening identified 66 citations eligible for data extraction. We contrasted and synthesised operational definitions of the teach-back method. The synthesis generated seven themes related to healthcare provider (HCP) and patient perceptions of teach-back (effectiveness, stigma and time-related perceptions), the universal application of teach-back, patient health outcomes and healthcare provider training.DiscussionOperational definitions of the teach-back method varied in the literature and contained implied steps. HCPs and patient perceptions of teach-back operated as both enablers and barriers to its use. HCPs training programs for the teach-back method were identified as beneficial for altering HCPs perceptions about the method and increased its use with patients.Practice implicationsStandardising operational definitions of the teach-back method can support replicability of research and enhance HCPs communication skills training programs. HCPs training on teach-back use can support the increased use of the technique with broader patient populations. |
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| Keywords: | Teach-back method Patient education Healthcare provider communication |
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